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ERIC Number: ED389047
Record Type: Non-Journal
Publication Date: 1990
Pages: 10
Abstractor: N/A
Reference Count: N/A
The Ecology of a Community School.
Jones, Linda K.; Falkenberg, Eugene
Community Education Research Digest, v5 n1 p49-58 1990
This paper presents findings of a study that examined the effect of community education on citizens' attitudes over the school years 1985-86 through 1987-88. Bronfenbrenner's ecological framework (1979) for describing the interdependency of community relationships was used to assess the impact of the community-education process on citizens' and students' attitudes. Data were collected through a survey of residents, school personnel, service-agency personnel, and students at two schools in Lethbridge School District, Alberta (Canada); interviews with community residents; and observation of community forums. One school was a community school, designed and staffed to follow the Alberta (Canada) Community School guidelines; and the other was a mandated fine-arts elementary school. A significant difference in citizen participation was found to exist among the four ecological system levels (micro, meso, exo, and macro). Community education appeared to affect citizens' attitudes differently, depending on the ecological distance of the relationships between citizens and the school process. The ecological model was successful in differentiating citizens' and students' attitudes toward their relationships with the school process. The model generated moderately significant results when used to determine differences between the community schools and the control school. A tentative conclusion is that the ecological model was effective in describing the neighborhood school environments and in assessing how and to what extent the school process interacts with students; it was moderately effective in assessing the effect of school process on citizens. Two figures and six tables are included. (LMI)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A